Grade: 8 Unit: 6 Week:6 Content: ELA Dates: 5/13-5/17/2013
Theme Essential Question: How can literature help us define the greater good?
Essential Questions:
When are risks worth taking for the greater good?
How can I organize an effective presentation?
Standards (Focus)
SL.8.4 Presentation of Knowledgeand Ideas: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
L.8.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
(Ongoing)
RL.8.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.8.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
W.8.2a Text Types and Purposes: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.8.2b Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.8.2c Text Types and Purposes: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
W.8.2d Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.8.2e Text Types and Purposes: Establish and maintain a formal style.
W.8.2f Text Types and Purposes: Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.8.5 Production and Distribution of Writing: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 8 on page 53.)
W.8.6 Production and Distribution of Writing: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.8 Research to Build and Present Knowledge: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.8.9a Research to Build and Present Knowledge: Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
W.8.9b Research to Build and Present Knowledge: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
W.8.10 Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.8.5 Presentation of Knowledge and Ideas: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.8.6 Presentation of Knowledge and Ideas: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 on page 53 for specific expectations.)
L.8.5a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., verbal irony, puns) in context.
L.8.5b Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of the words.
L.8.5c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
L.8.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L.8.1a Conventions of Standard English: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1b Conventions of Standard English: Form and use verbs in the active and passive voice.
L.8.1c Conventions of Standard English: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
L.8.1d Conventions of Standard English: Recognize and correct inappropriate shifts in verb voice and mood.
L.8.2a Conventions of Standard English: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
L.8.2b Conventions of Standard English: Use an ellipsis to indicate an omission.
L.8.2c Conventions of Standard English: Spell correctly.
L.8.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Objectives:
TLW create a multimedia presentation on the “greater good” where the message is either explicitly stated or implied.
Assessment Product
Student written narrative and/or multimedia presentation
Key Questions
How was the character, Charlie, used to define intelligence and/or wisdom?
How was Charlie’s growth/regression illustrated through characterization?
What makes an individual strong?
How does the title, Flowers for Algernon, predict the ending?
What is the purpose of the flowers?
Observable Student Behaviors
Listen to oral responses
Student writing and/or multimedia presentation
Rubric for presentation
Actively listening during presentations
Provide feedback/student reflection
Vocabulary ELA explicit hero/heroine implicit satire strength of character symbolism writing style assess intelligence motive role appropriate specialization absurd impair refute
Sample 6-12 Workshop Model Bell Ringer/Warm-up Activities 3 minutes Whole Class Presentation/Lesson 15 minutes Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles) 12 minutes Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes Exit Slips/Closing (What have I learned today/What do I need to know/What problems) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Choose one or more of the minor characters from the story and prepare a role-play of his/her reaction to reading one or more of Charlie’s progress reports.
Work together to chart the direction Charlie’s life might have taken if the changes were permanent. Keep in mind traits, relationships, and his activities before he becomes aware of the deterioration of his brain. [HYS – CL]
Write a letter to Charlie in which you react to his experiences and how he handled them. The letter should focus on major events, minor events, or both. Include an evaluation of Charlie before and after surgery.
Think about the expression “ignorance is bliss”, in relation to Charlie’s experiences. Would he agree or disagree with the question? Support and develop opinion from Charlie’s point of view using details from the story. [HYS – GTH, S/D]
View the movie, “Bill”, watch an episode of “Life Goes On”. Both represent different attitudes toward developmentally disabled. Compare and contrast how people feel about and deal with these characters in each of the three examples. [HYS – S/D] (MCO – S)
Based on your experiences reading novels and viewing related films, as well as literature read all year, write a response to the essential question: “How can literature help us define the greater good?” After your teacher reviews your first draft, you may choose to write your own narrative that reveals your definition of “the greater good” or develop a multimedia presentation where this definition is implied. In your narrative or presentation, include references to specific examples of what you learned from novels read and films viewed about characters, the impact of settings, and pivotal lines of dialogue. Incorporate a variety of words learned this year. Publish your essay, story, or multimedia presentation as your culminating project for eighth grade.
Re-read the first poem read in this unit, “The Road Not Taken.” After this unit of study, describe how your understanding of this poem has changed. What new insights have you gained? After class discussion, practice reading the poem aloud emphasizing different words. How does changing the emphasis change the meaning? Highlight the words and phrases you plan to emphasize and recite it to your class. How is your interpretation similar to, and different from others? How can taking a risk (such as performing a poem in a unique manner) be a positive step? [HYS – S/D, GTH, CQO, CL]
Homework Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources Professional Texts
Warriner’s Handbook
Mechanically Inclined (Jeff Anderson)
Thinking Through Genre (Lattimer)
Reading Handbook Grades 6-8 (Red)
Literary Texts
8th grade Literature textbook
”The Road Not Taken”
Informational Texts
Article of the Week: Kelly Gallagher
National Public Radio (NPR) - “NH School Acquires Robert Frost’s Letters to Pal” and “Robert Frost, SMS”
Define active and passive voice, reasons why author's use active voice, practice identifying active and passive voice with a fun (noisy)game, change passive voice to active.
Other Activities, etc.
Odyssey activities
Learning the Lines (My Favorite Poem Project, Boston University)
Lesson Plans: Robert Frost’s “The Road Not Taken” (Bright Hub)
my.hrw.com- Best Practices Toolkit, Core Analysis Frame: Poetry, Reader/Writer Notebook, Audio Summary, Power Thinking Activities, Interactive Vocabulary Game, Grammar Notes
Theme Essential Question: How can literature help us define the greater good?
Essential Questions:
Standards (Focus)
(Ongoing)
Objectives:
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
ELA
explicit
hero/heroine
implicit
satire
strength of character
symbolism
writing style
assess intelligence
motive
role
appropriate
specialization
absurd
impair
refute
Sample 6-12 Workshop Model
Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)
12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/What problems) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
SMART Board Lessons
- L. 8.3 Active Passive voice
Define active and passive voice, reasons why author's use active voice, practice identifying active and passive voice with a fun (noisy)game, change passive voice to active.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6